Investigation into the inhabitance of the woodland from invertebrates in the soil and leaf litter to bugs on the branches.

Use various techniques, tree beating, pitfall traps, sweep netting, collect mini beasts and identify their adaptive features. Adaptation of woodland plant and the structure of the wood can be investigated.

A number of sensory games allow students to become immersed in the wood as well as fully camouflaged.

For older year groups the physical characteristic can be investigated and correlation’s found between the animals and plants found and the conditions measured.

This day can be developed into more Forest School activities such as den building, lighting fires and using tools and work on self esteem and independence. Smaller groups are really necessary for this approach (maximum of 12).

Geography: Education for Sustainable Development and Global Citizenship

Geography: Geographical Skills
Carry out:- At least one group investigation and one independent investigation into a geographical question or issue.- Fieldwork to observe and investigate real places and processes.Ask and answer the questions:- What are the features, the processes and patterns of this place/environment and why do they occur?- How and why is this place/environment changing? What might happen next, in the short/long term and why?- How and why is this place/environment/feature connected to and interdependent with other places/environment/features?- How do environments and people interact?- How can changes be sustainable and why is it important for this place/environment?- What are the geographical issues for people living in this location? - How and why do people’s views on issues differ and what do I think? How can my actions and those of other people make a difference?Locally, nationally and globally? KS3.

Science: Enquiry (1)
Pupils should be given opportunities to carry out different types of enquiry. The number of observations or measurements that need to be made and their range and values to ensure reliability of evidence. The equipment and techniques required for the enquiry Any potential hazards in their work. KS2 and KS3.

Science: Interdependence of Organisms (4)
Through fieldwork, the plants and animals found in two contrasting local environments, e.g. identification, nutrition, life cycles, place in environment. KS2.

Science: Interdependence of Organisms (4)
The interdependence of organisms and their representation as food webs, pyramids of numbers and simple energy-flow diagrams. KS3.

Science: Interdependence of Organisms (5)
The interdependence of living organisms in those two environments and their representation as food chains. KS2.

Science: Interdependence of Organisms (5)
How and why food webs are affected by environmental factors, e.g. light intensity, water availability, temperature, and their fluctuations. KS3.

Science: Interdependence of Organisms (6)
The environmental factors that affect what grows and lives in those two environments. KS2.

Science: Myself and Other Living Things
Identify the effects the different seasons have on some animals and plants. KS1.

Science: Myself and Other Living Things
Learn about the senses that humans and other animals have and use to enable them to be aware of the world around them.Identify some animals and plants that live in the outdoor environment. KS1.

Science: Myself and Other Living Things
Observe differences between animals and plants, different animals, and different plants in order to group them. KS1.